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Bloomfield, Jonathan R. "Soccer : physical characteristics, physical demands of match-play and effective physical conditioning." Thesis, University of Hull, 2005. http://hydra.hull.ac.uk/resources/hull:5666.
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The overall purpose of this thesis was to examine the physical aspects of high performance soccer. As such, four interrelated studies were designed to pursue this purpose. Each study was designed to overcome certain distinct methodological limitations of previous science and football (soccer) research and build upon existing research. The research designs for each of the four studies were methodologically different and progressed from previous research design incorporating data collected and analysed from text and internet sources, computerised video-analysis of interactive televised material and combined performance and laboratory assessments. In the following section the purpose of each study included in this thesis is provided and the rationale underpinning the selection of each research design is explained. Study 1: Analysis of Age, Stature, Body Mass, BNH and Quality of Elite Soccer Players from four European Leagues For many sports, there are specific physical characteristics that indicate suitability for, or potential to compete in that sport at the highest level. Various anthropometric characteristics of athletes have been shown to be reasonable predictors for participation at the highest level in sports such as swimming (Ackland et al., 1993), basketball, rugby league and American football (Norton and Olds, 2000). Surprisingly, there is no research available exploring these characteristics in soccer, particularly within the elite European soccer. It might well be that the recent changes in demands in soccer( Williams et al., 1999) PhD Thesis 6 Jonathan R- Bloomfield have been accompanied by physical characteristic changes in soccer players that have been of greater magnitude than that of the normal population. This is an important issue because even small changes in these physical characteristics of players could result in a large reduction in the pool of people to draw from in the general population who have the suitable physical characteristics to be successful in soccer (Olds, 2001). Furthermore, the comparison of players in different leagues and in different positions might provide some valuable information regarding the different demands placed on soccer players in different leagues (Reilly et al, 2000a; Rienzi et al, 2000; Strudwick et al., 2002). It is well documented that different positions in soccer constitute various different demands. Such findings suggest heterogeneity in physical characteristics that might be important for success in particular positions in soccer (Strudwick et al., 2002). The first aim of the present study was to investigate whether there are physical differences (age, stature, body mass, body mass index) between players in different positions in four European soccer leagues. This will also provide information into the diversity in playing style as well as the variation in what is being valued in soccer players in the various countries. This results in valuable information for the adaptation of different physical conditioning regimes as well as implications for talent identification (Fisher and Dean, 1998). The second aim of the present study was to assess the quality of the players of each of the four European leagues by surveying their international status, nationality and FIFA world ranking as well as participation in the FIFA World Cup 2002. This will offer information regarding the actual quality of international players within these leagues which, in turn, provides information about which league would be of the highest quality, differences in playing style and player selection. As the four leading European leagues were selected for analysis, the results provide beneficial information concerning the current status and possible future development of European soccer. Study 2: The 'Bloomfield Movement Classification': Motion Analysis of Individual Soccer Players In close relation with the investigation of the physical characteristics of elite level players, it was also aimed to identify the physical demands of performance. Computerised video-analysis was selected as the most appropriate platform to incorporate a study using the time-motion analysis methodology. This involves the notation of various subjectively or objectively chosen modes of motion which are digitally timed throughout the performance. To date, fewer than 8 modes of motion have often been chosen in time-motion investigation in soccer which arguably does not provide a sufficient degree of specificity to detail the physical demands. A high element of performance specificity must be established to elicit a high degree of transfer from competition into a training regime to optimise competitive performance (Henry, 1968; Barnett et al., 1973; Sale and MacDougall, 1981; Rosenbaum, 1987; Morrissey et al., 1995; Hill et al., 1998). The present study outlined a new approach to time-motion analysis through a method involving a greater depth of detail concerning modes of timed-motion, as well as other non-timed movements, directions, intensities, turning and 'On the Ball' categories. The aim of this study was to present a new methodology and establish reliability. The purpose was to provide a new method to perform a more detailed time-motion analysis study in soccer performance to be used in the third study of this thesis. PhD Thesis 8 Jonathan R. Bloomfield Study 3: Physical Demands of Outfield Positions in FA Premier League Soccer. To elicit an enhancement in soccer performance, it is considered important to analyse the physical demands of match-play (Reilly and Thomas, 1976; All and Farrally, 1991a; Hughes, 2003). Time-motion analysis has been used to investigate these demands. However, many limitations exist with previous research, one of which being the range of classifications used in the collection of data- A high degree of performance specificity is desired to improve coaching practices such as physical conditioning (Barnett et al., 1973). To this end, a new time-motion analysis methodology was designed (see Study 2) and aimed at providing a new level of specificity of performance into the physical demands of high level soccer. Also, the majority of soccer-related time-motion analyses have reported macroscopically with total frequency, total duration or total distance covered providing a summary of the overall physical requirements of soccer. As soccer match-play is essentially an intermittent exercise (Bangsbo, 1994e), it is important to progress the knowledge of the physical nature of the sport and further provide a higher level of specific detail. The aims of the present study were to provide detail regarding intermittent patterns of Purposeful Movement (PM) and Recovery (R), performed by players of three different positions (defender, midfielder and striker), to investigate the reoccurrence of bouts of PM and R within selected time phases and finally provide time-motion analysis of the PM using the BMC. PhD Study 4: Effective Conditioning for Soccer Match-Play The interaction of multiple dynamic physical activities often produces a hybrid of physiological and biomechanical stresses. Higher levels of soccer require increased levels of physical fitness through increased demands from high intensity activity (O'Donoghue et al., 2001; Strudwick and Reffly, 2001; Mohr et al., 2003). Therefore, increased ability to perform complex chains of movement skills (agility) in conjuncture with speed (both acceleration and deceleration) and quickness (overcoming inertia) are relative to high level performance (Withers et al., 1982; Bangsbo, 1992; Reilly, 1994a). This occurs through processes of motor learning and physical conditioning with the rules of specificity and overload as key underlying principles.
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Pronger, Brian. "Political power in the science of physical fitness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq28041.pdf.
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Hanson, Jill. "FIT science in psychological and physical well-being." Thesis, University of Hertfordshire, 2008. http://hdl.handle.net/2299/2544.
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The present programme of research discusses a series of studies which explore the relationships between individual characteristics and well being. The FIT theory (e.g. Fletcher & Stead, 2000a) was used as a framework. It attempts to explain individual’s cognitions and behaviours using two broad dimensions: an ‘Inner’ dimension which details factors used to guide decision making (a cognitive dimension), and an ‘Outer’ dimension which focuses on behaviour. The research explored whether FIT was directly or indirectly related to well being. Initial findings from an exploratory, cross-sectional, study revealed that individuals with greater ‘Inner’ FITness demonstrated significantly lower levels of anxiety and depression. They also perceived their work and personal projects more positively. Individuals with greater ‘Outer’ FITness were found to demonstrate better physical well being. This latter finding was replicated in the second study which explored why individuals with reater ‘Outer’ FITness would demonstrate a significantly lower Body Mass Index (BMI). The results showed that ‘Outer’ FITness did not relate to weight management behaviours, such as controlling calorie intake or regular exercise, measured over a week, via the components of the Theory of Planned Behaviour (e.g. Ajzen, 1991). It was hypothesised that it may instead be underpinned by habitual behaviour. Study 3 explored whether ‘Outer’ FITness could be trained and whether this would impact on habits and BMI. A longitudinal pilot intervention was run which encouraged individuals to Do Something Different in order to change habits and facilitate weight loss. Doing something different did increase ‘Outer’ FITness and this increase had a ‘dose-response- relationship with BMI change – the greater the increase in ‘Outer’ FITness, the greater the decrease in BMI. This was accompanied by changes to dietary and exercise behaviours. A qualitative follow up of a sub-sample revealed that doing something different did facilitate changes to some habitual behaviours but the formation of implementation intention plans was also a significant contributor to weight loss. Further research is required to elucidate the exact relationship between behavioural flexibility, habitual behaviour and weight loss.
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Gould, Paula A. "Femininity and physical science in Britain, 1870-1914." Thesis, University of Cambridge, 1998. https://www.repository.cam.ac.uk/handle/1810/272410.
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Metsios, Ioannis. "Electroluminescence and inorganic phosphor science." Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:5856.
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The research is focussed on wide bandgap 11-VI semiconductors, and more specifically on ZnS and CdS, with applications as thin film electroluminescent displays in the expanding display device market. The science of electroluminescent semiconductors and inorganic salt precipitation is combined with a unique, thin film laser processing technique known as laser induced forward transfer or direct writing (the later terminology used mostly in the case of metal films). Zinc sulfide and cadmium zinc sulfide films with a thickness ranging between 70 and 400 nin have been prepared in an aqueous chemical bath, on optically smooth, silica, or silica based, substrates. The chemical bath contained zinc and cadmium chlorides, thioacetamide, and urea, and the most successful combination of concentrations was found to be 2.6 mM, 56.36 mM and 167.71 mM, respectively. The solution was only slightly acidic, with a pH between 5 and 6.5, and a bath temperature of 90 to 92°C (as measured at I cm from the water surface of the bath) was found to be the most efficient. The films were doped with impurities, such as Cu, Ag and Mn in order to achieve specific luminescent characteristics. A KrF excimer laser at 248 nin was used to transfer the films from their original substrate to a new one. The laser pulse was focussed on the chemically deposited films through the back of the transparent silica substrate. The detached film was transported across a gap of 15 µm and attached to the new substrate. A fluence between 0.5 and 0.7 jCM⁻² was found to give the best transfers, and also able to achieve multiple layer transfers over the same area of the target substrate. The transfers were performed in an argon atmosphere of 4x 10⁻² mbar pressure. Ellipsometry and film reflectivity measurements were used to model and determine the film thickness of the chemically deposited films and the values obtained were confirmed by scanning electron microscopy. Ile latter, together with optical microscopy, atomic force microscopy and interferometry were exploited to investigate the structure of the chemically deposited and laser transferred films. It was found that a very thin ZnO film initially adhered to the substrate in the bath, on which the ZnS or CdZnS main film was attached as homogenously grown cluster beads or grown via ion by ion deposition. The homogeneously grown beads had a phase separation, containing the sulfide with the lowest Ksp in the centre, enclosed by highest Ksp sulfides, with the highest one as a shell. The phase separation between CuS and ZnS was also confirmed by extended X-ray absorption fine structure. The elemental composition of the chemically-prepared and laser-transferred films was investigated by energy dispersive X-ray analysis (EDX), inductively coupled plasma mass spectrometry and Raman microspectrometry, while the EDX and Raman methods also helped to confirm the phase separation between US and ZnS. Cathodoluminescence and photoluminescence measurements were employed to investigate the luminescence properties of the films, and the Mn doped films that were annealed at 700°C were found to be the most efficient cathode ray excited phosphors, while the Cu doped phosphors came next in efficiency, performing equally well under an electron or a UV laser beam (from a HeCd laser at 325 rim). Smaller luminescence peaks were also detected in Ag doped films. Transferred films showed similar luminescent properties to their original films, but with lower intensity. Thus the chemical bath deposition and laser transferring were successful, but the methods can be further improved.
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Hilbert, Martin. "Pierre Duhem and neo-Thomist interpretations of physical science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq53764.pdf.
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Pitches, Jonathan. "The psycho-physical actor : science and the Stanislavski tradition." Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368355.
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OÌ, Maoldomhnaigh MicheaÌl. "Cognitive stage, cognitive style, attitude and physical science option." Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406231.
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Marshall, Mark. "Physical interface design for digital musical instruments." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40788.
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This thesis deals with the study of performer-instrument interaction during the performance of novel digital musical instruments (DMIs). Unlike acoustic instruments, digital musical instruments have no coupling between the sound generation system and the physical interface with which the performer interacts. As a result of this, such instruments also lack the direct physical feedback to the performer which is present in an acoustic instrument. In fact in contrast to acoustic musical instruments, haptic and vibrotactile feedback is generally not present in a DMI contributing to a poor feel for the instrument. The main goal of this thesis is to propose ways to improve the overall feel of digital musical instruments through the study and design of its physical interface: the instrument body, sensors and feedback actuators. It includes a detailed study of the existing theory and practice of the design on physical interfaces for digital musical instruments, including a survey of 266 existing DMIs presented since the inception of the NIME conference. From this, a number of differences become apparent between the existing theory and practice, particularly in the areas of sensors and feedback. The research in this thesis then addresses these differences. It includes a series of experiments on the optimal choice of sensors for a digital musical instrument. This is followed by research into the provision of vibrotactile feedback in a digital musical instrument, including the choice of actuator, modification of actuator frequency response, and the effects of response modification on human vibrotactile frequency discrimination. Following this, a number of new digital musical instruments are presented, which were created during the course of this work. This includes an instrument designed specifically to follow the results of research in this thesis and also instruments designed as part of larger collaborative projects involving engineers, composers and performers. FroCette thèse porte sur l'étude de l'interaction ayant lieu, en situation de jeu,entre un(e) instrumentiste et un instrument musical numérique (IMN).A l'inverse des instruments acoustiques traditionnels, il n'existe aucun couplageentre le dispositif de production du son et l'interface sur laquelle agit l'instrumentistedans le cas des IMN. L'une des implications de cette observation est que cesinstruments ne procurent pas la rétroaction tactile normalement présente dans lesinstruments de musique traditionels. Par conséquent, les IMN sont souvent perçuspar leurs interprètes comme manquant d'âme, de personnalité.Le but de ce travail de thèse est d'avancer quelques solutions permettant d'insuer un peu plus âme à un instrument musical numérique. Le point focal de larecherche étant l'étude et la conception de l'interface physique (corps de l'instrument,capteurs et dispositifs de rétroaction utilisés) d'un tel instrument.Ce mémoire présente, en premier lieu, une étude détaillée de la théorie et de lapratique actuelles dans le domaine de la conception d'interfaces physiques pour lesIMN. L'inventaire des 266 instruments recensés depuis la création de la conférenceNIME constitue l'un des points majeurs de cette partie du travail. En effet, ce tour d'horizon permet de faire ressortir les incohérences entre théorie et pratique. Cesdifférences sont particulièrement frappantes en ce qui concerne les capteurs et lesdispositifs de rétroaction.Le travail de recherche de cette thèse a donc pour objectif de mieux comprendrecomment réduire ces incohérences. Des expériences portant sur le choix optimaldes capteurs à utiliser dans un IMN ont donc été menées. Différents dispositifs derétroaction vibrotactile ont aussi été étudiés en regardant d'abord quels actuateursutiliser, et en évaluant les effets de la modication de leur réponse en fréquencesur la discrimination fréquentielle de stimuli vibrotactiles chez des sujets humains.Des exemp
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Ngwenya, Nkosinathi Hezekia. "Pre-service science education students’ epistemological beliefs about the nature of science and science teaching and learning." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1377.
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Submitted to the Faculty of Education in fulfilment of the requirements for the degree of MASTER OF SCIENCE EDUCATION in the Department of Mathematics, Science and Technology (MSTE) at the University of Zululand, 2015.This study set out to investigate beliefs held by pre service Bachelor of Education (B.Ed) students about the nature of science and science teaching and learning. The research sample comprised one hundred and eighty four (184) third and fourth year (B.Ed) students majoring in mathematics and physical sciences. Data on students’ epistemological beliefs about the nature of science and science teaching and Learning were collected using two questionnaires: The Nature of Science as Argument Questionnaire (NSAAQ) and Beliefs About Reformed Science Teaching and Learning (BARSTL). Furthermore the study sought to find out if those beliefs cohered with the beliefs espoused by the National Curriculum Statement (NCS) for Physical Sciences grades 10-12. The conceptual framework of this study was framed upon the preponderance of literature that carried the view that a teacher’s classroom practices are a consequence of two main dialectic influences: (a) the teacher’s epistemological beliefs about the nature of science, which may be either naïve or sophisticated; and (b) the teacher’s beliefs about teaching and learning, which may be either traditional or reformed. Accordingly, the conceptual framework guiding the study opined that teachers holding naïve beliefs about the nature of science, and those holding traditional notions of teaching and learning will be characterized by teacher-centred instructional approaches, while those holding sophisticated beliefs of the nature of science and a reformed view of teaching and learning will be associated with learner-centred instructional approaches. This study was a case study conducted at a South African university, and involved one hundred and eighty-four third and fourth year students registered for a four-year Bachelor of Education (B.Ed) degree for the Senior and Further Education and Training phase. During these two final years of the programme students are engaged in science enquiry practices in their Methods modules. The participants were registered in physical science and mathematics education. Intact groups were used, so there was no sampling undertaken to select participants. Data were collected by the use of (a) the Nature of Science as Argument Questionnaire (NSAAQ), to determine epistemological beliefs held by the participants about the nature of science, as well as the concurrence of those beliefs with the views about science teaching and learning espoused by the NCS; and (b) the Beliefs about Reformed Science Teaching and Learning (BARSTL) questionnaire, to determine the beliefs held by preservice education students about science teaching and learning. Data analysis involved the use of both descriptive statistical methods to decipher patterns and general trends regarding the epistemological beliefs about science held by participants, and their beliefs about science teaching and learning, as well as inferential statistics to test both a priori and a posteriori hypotheses. Similarly, statistical analysis was carried out to determine whether or not third- and fourth-year pre-service science education students held beliefs about science teaching and learning that were in agreement with the pedagogical content beliefs about science teaching and learning espoused by the NCS. The study found that pre service students held significantly more sophisticated epistemological beliefs about the nature of science at fourth year than at third year level. The results also showed that fourth year students demonstrated a significantly higher level of ‘reformed oriented teaching and learning beliefs’ about science than did the third year students. The results however showed that third and fourth year students held beliefs that were not in line with the beliefs espoused by the National Curriculum Statement (NCS). These results support studies which have found that student teachers become more sophisticated in their epistemological beliefs towards graduation. The findings also showed that the B.Ed programme is succeeding in developing both epistemological beliefs about the nature of science and teaching and learning. The degree to which the programme succeeded in developing these beliefs was however quite small. This study recommends that further investigations be done to determine whether students who hold sophisticated epistemological beliefs about the nature of science and ‘reformed beliefs about science teaching and learning’ also demonstrate superior science teaching skills
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Iwuanyanwu, Paul Nnanyereugo. "Pre-service science teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4002.
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>Magister Scientiae - MScStudents frequently leave first-year physical science classes with a dual set of physical laws in mind- the equations to be applied to qualitative problems and the entrenched set of concepts, many erroneous, to be applied to qualitative, descriptive, or explanatory problems. It is in this sense that the emphasis of this study is on ‘change’ rather than acquisition. Thus, a blend of theoretical framework was considered according to the aim of the study. Of immediate relevance in this regard within the “constructivist paradigm” are: Posner, Strike, Hewson and Gertzog’s (1982) conceptual change theory and the revised Bloom’s Taxonomy. Moreover, the very shift or restructuring of existing knowledge, concepts or schemata is what distinguishes conceptual change from other types of learning, and provides students with a more fruitful conceptual framework to solve problems, explain phenomena, and function in the world (Biemans & Simons, 1999; Davis, 2011). A quasi-experimental design was adopted to explore pre-service teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science. Sixteen second and third year pre-service teachers in one of the historically black universities in the Western Cape, South Africa, participated in the study. Two inseparable concepts of basic mechanics, work-energy concepts were taught and used for data collection. Data were collected using questionnaires, Physical Science Achievement Test (PSAT), Multiple Reflective Questions (MRQ) and an interview. An explicit problem solving strategy (IDEAL strategy versus maths-in-science instructional model) was taught in the intervention sessions for duration of three weeks to the experimental group (E-group). IDEAL strategy placed emphasis on drill and practice heuristics that helped the pre-service teachers’ (E-group) understanding of problem-solving. Reinforcing heuristics of this IDEAL strategy include breaking a complex problem into sub-problems. Defining and representing problem (e.g. devising a plan-using Free-Body-Diagram) was part of the exploring possible strategies of the IDEAL. More details on IDEAL strategy are discussed in Chapter 3. The same work-energy concepts were taught to the control group (C-group) using lecture-demonstration method. A technique (i.e. revised taxonomy table for knowledge and cognitive process dimension) was used to categorize and analyse the level of difficulties for each item tested (e.g. D1 = minor difficulty, D2 = major difficulty, and D3 = atypical difficulty
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SWAMI, RAJEEV KUMAR. "PERCEPTIONS OF PHYSICAL SCIENCE FACULTY AT THE COLLEGE LEVEL ABOUT TEACHING INTRODUCTORY LEVEL SCIENCE COURSES." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029352979.
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Mahama, Wundow. "High school learners’ attitudes towards physical sciences." Thesis, University of Zululand, 2018. http://uzspace.unizulu.ac.za:8080/xmlui/handle/10530/1639.
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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in Research Methodology in the Department of Educational Psychology and Special Education at the University Of Zululand, 2018The investigation of high school learners’ attitudes towards physical science has been one of the prominent areas of research for the science education research community globally for some time now. However, its current importance in South Africa is emphasised by the mounting evidence of poor performance in physical science at matriculation level. Consequently, identifying the nature of learners’ attitudes towards physical science, and promoting favourable attitudes towards physical science is increasingly a matter of concern. The present study therefore investigated high school learners’ attitudes towards physical science and the relationship between their attitudes and learners’ biographical data such as gender, age and grade level. Both systematic and stratified sampling techniques were used to select a sample size of 298 respondents from five high schools in the Nongoma circuit in KwaZulu-Natal province of South Africa. The research was based on descriptive research design to obtain information from respondents in their natural environment through the use of adopted attitude scale. Permission was sought and obtained through email to use the attitude scale. Descriptive and inferential statistics were used to present and analyse the data. The findings from the present study suggest that majority of high school learners hold positive attitudes towards physical science. Findings with regard to the relationship between learners’ attitudes and their biographical data reveal that there is no association between attitudes and learners’ biographical data such as gender, age and grade level. The findings from this study will add value to education policy pertaining to science education in the country. It will also contribute to the theory of attitudes towards physical science. However, there is a need in future to study ways of encouraging learners to have positive attitudes towards physical science.
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Trend, Roger David. "Earth science and physical geography in the secondary school curriculum." Thesis, University of Exeter, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280451.
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Scully, David R. "Physical science and the philosophy of organism of A.N. Whitehead." Thesis, City University London, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390939.
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Santana, Roman. "Integrating Inquiry-Based Physical Science Lessons with English Language Development." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751874.
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The purpose of this project was to develop modified lessons that integrate FOSS investigations with the California English Language Development Standards with the intent to teach science daily for at least thirty minutes. Teachers will be able to use these lesson plans to modify their own science lessons and integrate them with ELD. The modified lessons were reviewed by three teachers, two professors and a science TOSA. Revisions were made to the modified lessons after careful consideration of the comments and suggestions made by the reviewers.
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Gassend, Blaise L. P. (Blaise Laurent Patrick) 1978. "Physical random functions." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/37606.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2003.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (p. 87-89).
In general, secure protocols assume that participants are able to maintain secret key information. In practice, this assumption is often incorrect as an increasing number of devices are vulnerable to physical attacks. Typical examples of vulnerable devices are smartcards and Automated Teller Machines. To address this issue, Physical Random Functions are introduced. These are Random Functions that are physically tied to a particular device. To show that Physical Random Functions solve the initial problem, it must be shown that they can be made, and that it is possible to use them to provide secret keys for higher level protocols. Experiments with Field Programmable Gate Arrays are used to evaluate the feasibility of Physical Random Functions in silicon.
by Blaise L.P. Gassend.
S.M.
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Nicolau, Daniela E. "Knowledge production and transfer in physical and life sciences /." Access via Murdoch University Digital Theses Project, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061122.141122.
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Hicks, Adam S. "A.C.C.E.S.S. - Alternative Conceptions: a Comprehensive Examination of Space Science." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1250084491.
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Modjadji, Shapule Edith Ladygay. "Exploring factors motivating girls to study Physical science in Grade 10 in the Rakwadu Circuit." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1729.
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Thesis (M. Ed. (Mathematics, Science and Technology)) --University of Limpopo, 2016The aim of the study was to explore factors which motivated girls to study Physical Sciences in Grade 10. The study followed a qualitative research paradigm and a case study design. A sample of twenty four girls from three secondary schools in Rakwadu Circuit in Limpopo province was purposively sampled for the study. Data was collected using interviews with Grade 10 girls who were studying Physical Sciences and Grade 9 girls who intended to study Physical Sciences in Grade 10. In addition, document analysis was used to analyse participants’ classwork, tests and other forms of assessments. The results show that these groups of girls were motivated by both external factors and internal factors. The factors included career opportunities that Physical Sciences offers, financial assistance, learner performance and interest in the subject. The study revealed that girls had positive attitudes towards science and wanted to pursue science related careers. The learning environment and family also played a role in motivating learners to study science. It is therefore recommended that parents, educators and the entire education sector support and motivate girls to assert their role in science.
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Schneider, Claus M., Daniel E. Bürgler, Peter M. Oppeneer, Vancho Kocevski, Shigeo Arai, Roman Adam, Kazuyoshi Tatsumi, Ján Rusz, and Shunsuke Muto. "Quantitative characterization of nanoscale polycrystalline magnets with electron magnetic circular dichroism." nature publishing group, 2014. http://hdl.handle.net/2237/20835.
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Slater, David Alan. "Surface science studies of catalytic promoters on Cu(110)." Thesis, University of Southampton, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277505.
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Driscoll, Joseph A. M. Eng (Joseph Allen) Massachusetts Institute of Technology. "Improving outpatient physical therapy." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/100305.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (page 77).
Outpatient physical therapy loses effectiveness due to long wait times in between clinical visits. PT Helper is a system designed to combat this disadvantage in three ways. PT Helper increases the effectiveness of the patient-clinician interview conducted at the beginning of each clinical visit by presenting the physical therapist with a correlated account of a patient's pain and activity level. PT Helper increases the likelihood of patients' performing their assigned exercises correctly by providing a medium of instruction that cannot be lost or discarded. Finally, PT Helper encourages patients to perform assigned exercises utilizing both positive and negative reinforcement. PT Helper was developed with feedback from clinical physical therapists and evaluated by former patients, current patients, and an athletic trainer. These evaluations support the hypotheses that PT Helper is a useful tool in both increasing the efficiency of the patient-clinician interview, and encouraging patients to perform their assigned exercises correctly.
by Joseph A. Driscoll.
M. Eng.
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Hounsell, Kyle. "Optically encoded physical keys." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/96455.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.Cataloged from PDF version of thesis.
Includes bibliographical references (page 56).
Lock based security has been used since the early days of human history. Whenever people have wanted to keep their possessions safe, they have used locks to hinder those who would want to access their belongings against their will. As such, an arms race has ensued, consisting of ever more complex locks, and lock-defeating methods. This thesis is not the first time that optics have been used in locking mechanisms, but it puts forth a robust, versatile, and economical security system employing optics based on the spirit of physical keys. The proposed system uses a physical key with embedded optical fibers routed between optical ports on its surface. The corresponding reader scans the key by sequentially illuminating each port, and observing where the light exits the key. The reader then builds a matrix representing the internal connections of the key, and compares it to each key's unique identifying matrix to determine whether to grant or deny access to the current user.
by Kyle Hounsell.
M. Eng.
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Rauch, Erik 1974. "Discrete, amorphous physical models." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/9345.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1999.Includes bibliographical references (leaves 25-26).
Discrete models of physical phenomena are an attractive alternative to continuous models such as partial differential equations. In discrete models, such as cellular automata, space is treated as having finitely many locations per unit volume. Physical processes are modelled by rules that typically depend on a small number of nearby locations. Such models have the feature that they depend critically on a regular (crystalline) lattice, as well as the global synchronization of all sites. We might well ask, on the grounds of minimalism, whether the global synchronization and crystalline lattice arc inherent in any discrete formulation. Is it possible to do without these conditions and still model physics? Or are they somehow fundamental? We will answer this question by presenting a class of models that are "extremely local" in the sense that the update rule does not depend on synchronization with other sites, or on detailed knowledge of the lattice geometry. All interactions involve only a single pair of sites. The models have the further advantage that they exactly conserve the analog of quantities such as momentum and energy which are conserved in physics. A framework for simulating the asynchronous, parallel model with irregular geometry on a sequential computer will be presented. Evidence will be given that the models agree well qualitatively and quantitatively with continuous differential equations. We will draw parallels between the various kinds of physical models and various computing architectures, and show that the class of models presented corresponds to a new parallel computing architecture known as an amorphous computer.
by Erik Rauch.
S.M.
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Harris, Eileen Ophelia. "An exploration of the career goals of undergraduate physical science students : where are the women in science?" Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60024.
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This study explored variables affecting and factors related to the career choices of female and male undergraduate physical science students. The variables that were examined are self-confidence, career values and attributions. Included in the examination of career plans was an attempt to establish enrollment patterns in honours and major physical science departments at McGill University. Results indicated that there was a decline in the enrollment rate for women in all science programmes (except for geology) and an increase in enrollment for males in all programmes (except for geology and physics). Contrary to previous findings, the results suggested that women in science programmes wish to remain in science or science-related occupations. While there were no conclusive findings for the variables affecting career planning, the results did reveal a pattern of gender differences that resembled gender role stereotypes.
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Chiarella, Andrew. "Statistical reasoning and scientific inquiry : statistics in the physical science classroom." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33882.
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Teaching science using an inquiry approach is encouraged by several organisations responsible for defining teaching and learning guidelines in North America. However, using this approach can be difficult because of the complexity of inquiry. One source of difficulty is an inability to make sense of the data. Error variation, in particular, poses a significant barrier to the correct interpretation of data and therefore successful inquiry learning. A study was conducted to examine middle school students' ability to make sense of the data they collected in three related experiments. These data involved taking measurements of two continuous variables that were affected by error variation. The results indicated that students tended not to use abstract patterns to describe the data but rather used more local patterns that did not make use of the whole data set. However, many students also indicated an intuitive understanding that a greater amount of data could be used to generate results that are more accurate. This suggests a disparity between what the students understand about data and what they are capable of doing with data. Educational implications are that students may benefit from learning ideal patterns that can be compared to non-ideal data they collect.
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Broderick, Jane Tingle, Rebecca Aslinger, and Seong Bock Hong. "Baking Cookies: Using Emergent Curriculum to Explore Physical Science and Measurement." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4482.
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McVey, Keith. "Modeling vulnerabilities in cyber-physical spaces." Thesis, Kansas State University, 2014. http://hdl.handle.net/2097/18244.
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Master of ScienceDepartment of Computer Science
Eugene Vasserman
There is continuing growth in the need to secure critical infrastructures from malicious adversaries. These adversaries can attack systems from different forms. They can physically break in and steal something important, or they can attack from the cyber realm in order to steal critical information. This project combines the modeling process for physical spaces along with a logic reasoning tool that can identify the state of a networked device in order to analyze large enterprise systems for combined cyber-physical vulnerabilities. Using a pure model checker would not be able to handle the near infinite states that a computer or networked device may be in. Therefore this new approach combines the use of a logic analyzer tool that with a well-defined set of rules that reasons about the security and trustworthiness of devices in the model. While there has been long study of how to secure a building from intrusion, and much research about defense against cyber attacks, there is always a large gap between the two in practice. This approach may no longer be sufficient against today’s adversaries and offers little to no defense against insider threats. Combining the two in this new form allows for a more complete security view and protection against more advanced adversaries. Then this thesis shows how this approach meets a series of requirements for an effective vulnerability analysis. This is achieved by executing a model based on a real world facility with a series of induced faults that would on their own not be enough to be a vulnerability but tied together would have series consequences. This thesis shows how this approach can then be used to detail potentially unseen vulnerabilities and develop fixes for them to help create a more secure facility.
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Ngabe, Barnabe. "Physical chemistry of sulphide self-heating." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=123024.
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ABSTRACTA prerequisite step towards building a self-heating (SH) model for sulphide materials is the determination of physico-chemical parameters such as the specific heat capacity (Cp), and the energy of activation (Ea). The specific heat capacity of one copper and three nickel concentrates was determined over the temperature range 50 to 80oC in the presence of 6% moisture using the self-heating (SH) apparatus and confirmed by Drop Calorimetry. The Cp values from both techniques were comparable. The Cp values were similar for all concentrates increasing from 0.4 to 1.4 Jg-1K-1 as temperature increased from 50 to 80oC. From the Cp values, the enthalpy change (ΔH), the entropy change (ΔS) and the Gibbs free energy change (ΔG) for self-heating, were determined. The ΔG was negative, demonstrating that self-heating of the concentrates was spontaneous.Using the self-heating apparatus the, activation energy (Ea) was determined for the Ni-and Cu-concentrates and for pairs of sulphide minerals. The Ea ranged from 22 to 30 kJ.mol-1, implying a common reaction. Further support for a common reaction is the strong positive correlation between Ea and ln(QA/Cp) where Q (J.kg-1) is the heat of reaction causing self-heating and A the Arrhenius pre-exponential factor (s-1). Comparing to literature, the Ea values correspond to partial oxidation of hydrogen sulphide, supporting the contention that H2S may be an intermediate product in the self-heating of sulphide minerals. A positive relationship between Ea and the rest potential difference (ΔV) for the sulphide pairs and a negative relationship between Cp and ΔV were demonstrated which support a connection between self-heating and the galvanic effect.RESUMÉLa réalisation d'un modèle mathématique de l'auto-échauffement des concentrés sulfurés de nickel et de cuivre et des mélanges des minerais sulfurés, enjoint à la détermination des paramètres physico-chimiques tels que les capacités de chaleur spécifiques (Cp), et les énergies d'activation (Ea). Les capacités de chaleur spécifiques d'un concentré de cuivre et de trois concentrés de nickel contenant 6% d'humidité, ont été déterminées par utilisation d'un instrument de mesure de vitesse d'auto – échauffement et validées par la calorimétrie de chute dans l'intervalle de températures allant de 50 à 80oC. Les Cp (0.4 à 1.4 Jg-1K-1) obtenues sont similaires pour tous les échantillons. A partir des valeurs des Cp, les variations de l'enthalpie (ΔH), l'entropie (ΔS) et de l'énergie libre de Gibbs (ΔG) de l'auto échauffement ont été déterminées. La valeur négative de ΔG confirme le caractère spontané de l'auto échauffement des minerais sulfurés.Les énergies d'activation (Ea) pour l'auto-échauffement des concentrés de nickel et cuivre et des paires de minerais sulfurés étaient déterminées en faisant usage de l'appareil d'auto-échauffement. Les Ea ainsi obtenues oscillent entre 22 et 30 kJ.mol-1 : Ce qui est suggestif d'une rèaction chimique commune gouvernant l'auto-échauffement de ces matériaux. Ce fait est corroboré par la forte corrélation obtenue entre Ea et ln(QA/Cp) (Q (J.kg-1) est la chaleur de la rèaction chimique responsable de l'auto-échauffement et A (s-1) la constante d'Arrhenius).Ensuite celles-ci sont similaires à celle de l'oxydation partielle du H2S. Il se pourrait, ce faisant, que H2S soit un composé intermediaire lors de l'auto–échauffement des sulfures.Enfin, la corrélation positive entre Ea et la difference de potential (ΔV) dans les paires de minerais sulfurés et celle negative entre Cp et ΔV sont une preuve qu'il existe bel et bien une connection entre l'auto-échauffement et l'effet galvanique.
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Arfeuille, Gilles. "Modelling the interannual variability of the Arctic sea ice cover." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21505.
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A thermodynamic-dynamic sea ice model based on the granular material rheology of Tremblay and Mysak is used to study the interannual variability of the Arctic sea ice cover during the 41-year period 1958--1998. The sea ice model is coupled to both a mixed layer ocean model and a one-layer thermodynamic atmospheric model. The model is first run with monthly climatology for most of the thermodynamic and dynamic forcing components to obtain a stable periodic seasonal cycle. For the 41-year run, the monthly wind stress forcing is derived from analyzed sea level pressures from the National Centers for Environmental Prediction (NCEP Reanalysis) data. The atmospheric thermodynamic forcings are based on monthly climatology.In this thesis we explore the high-latitude sea ice circulation and thickness changes due to year-to-year variations in the wind field. We focus our study on the interannual variability of the sea ice. volume in the Arctic Basin, and the subsequent changes in the export of sea ice from the Arctic Basin into the northern North Atlantic via Fram Strait. (Abstract shortened by UMI.)
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Yi, Dingrong 1969. "Singular value decomposition of Arctic Sea ice cover and overlying atmospheric circulation fluctuations." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20610.
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The relationship between the Arctic and sub-Arctic sea-ice concentration (SIC) anomalies, particularly those associated with the Greenland and Labrador Seas' "Ice and Salinity Anomalies (ISAs)" occurring during the 1960s/1970s, 1970s/1980s, and 1980s/1990s, and the overlying atmospheric circulation (SLP) fluctuations is investigated using the Empirical Orthogonal Function (EOF) and Singular Value Decomposition (SVD) analysis methods. The data used are monthly SIC and SLP anomalies, which cover the Northern Hemisphere north of 450 and extend over the 38-year period 1954--1991.One goal of the thesis is to describe the spatial and temporal variability of SIC and atmospheric circulation on interannual and decadal timescales. Another goal is to investigate the nature and strength of the air-ice interactions. The air-ice interactions are investigated in detail in the first SVD mode of the coupled variability, which is characterized by decadal-to-interdecadal timescales. Subsequently, the nature and strength of the air-ice interactions are studied in the second SVD mode, which shows a long-term trend. The interactions in the third SVD mode which has an interannual timescale are briefly mentioned. (Abstract shortened by UMI.)
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Bohlmann, Isabelle Marie Therese. "Measurement of physical activity for public health purposes : validity and reliability of the International Physical Activity Questionaire(IPAQ)." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/26547.
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Physical inactivity is a well-recognized risk factor for chronic diseases of lifestyle and has been associated with an increased incidence of morbidity and mortality. Current recommendations for the "dose" of physical activity that may be regarded as "protective" for these chronic diseases are 30 minutes or more of moderate-intensity physical activity on most, or preferably all, days of the week. However, when quantifying physical activity, it is not clear which factors influence the reporting of moderate and vigorous activity levels. Even in the literature, there is lack of agreement on the energy expenditure corresponding to so-called 'moderate' and 'vigorous' physical activity. Background (study 1): Self- reported physical activity levels are inversely related to chronic disease risk factors. The strength of this association depends, in part, on quantifying the intensity of activity that may be regarded as 'moderate or vigorous', which may be confounded by individual and cultural perceptions of relative exercise intensity, age, fitness, height, and habitual levels of activity. Aim (study 1): The purpose of this study was to i) examine the individual and group differences in self-selected walking pace corresponding to symptoms used to describe moderate and vigorous intensity and ii) to determine factors that may be associated with these differences. Methods (study 1): A convenience sample of 63 women and 39 men were recruited (N=102). Subjects were asked to walk for six minutes on an indoor track at a pace they regard as 'moderate', rest until heart rate returns to pre-exercise levels, then walk at a pace they consider 'vigorous'. Habitual levels of energy expenditure (EE), maximal oxygen consumption (VO₂max) and% fat were also determined. Results (study 1): Mean self-selected walking pace for moderate activity levels was 5.54 km-h⁻¹ (95% Confidence Interval (C.I.): 5.40; 5.69), and corresponded to 58% of age-predicted maximum heart rate (%HR.max) (95% C.I.: 56; 60). Mean self-selected vigorous pace was 7.03 km·h⁻¹ (95% C.I.: 6.85; 7.20), at 72 % HR.max (95% C.I.: 69; 74). The %HR.max for both moderate and vigorous intensity physical activity fell within the ACSM recommendations (55- 69%HR.max for moderate intensity activities, and 70 - 89 % HR.max for vigorous intensity activities). Multivariate analysis revealed that the factors predicting self-selected walking speed were gender, age, VO₂max, % fat and habitual vigorous EE. The only significant predictor of moderate pace was VO₂max. Education, occupation and habitual moderate EE were not associated with walking speed or intensity. Conclusion (study 1): These results show that subjects could accurately differentiate absolute and relative walking intensities and understood what was meant by the terms 'moderate' and 'vigorous'. However, absolute pace and relative intensity may vary according to differences in gender, fitness, age, height, body fat% and habitual levels of vigorous activity. These factors are important to consider when prescribing exercise using descriptors such as "moderate" and "vigorous". Background (study 2): None of the various methods used to measure habitual physical activity in the general population have proven entirely satisfactory in terms of reliability and accuracy. A major problem is that no "gold standard" exists for the validation of various questionnaires that can be used in large sample population studies. Ongoing efforts to improve the validity and reliability of the measurement of physical activity by self-report will enable cross-cultural and international comparisons to examine secular trends. Aim (study 2): The second part of this study assessed the validity and reliability of a recently developed International Physical Activity Questionnaire (IPAQ) which was interviewer-administered in both a short and long version, and queried activity performed in a "usual" week. Methods (study 2): Urbanized subjects (N = 82) were selected from a wide range of educational, activity level and socio-economic backgrounds. The long version IPAQ was designed to quantify the average weekly time and energy expenditure spent in occupation, transport-related activities, household chores, and leisure time activities. The short version IPAQ was designed to measure total weekly moderate, vigorous, walking and sitting related activity. Test-retest reliability was reported as the intra-class correlation between calculated time and energy expenditure (METmin·w ⁻¹) in different questionnaire items determined from three IPAQ administrations. Validity was assessed using biometrical and physiological parameters as criterion measures (Computer Science and Applications. Inc. activity monitor counts, body mass index, estimated VO₂max, % fat). Results (study 2): Test-rest reliability coefficients for the long IPAQ ranged from r = 0.38 tor= 0.75, with the highest correlation coefficients obtained in work related activities, and the lowest in household chores. Test-retest reliability in the short IPAQ ranged from r= 0.32 tor= 0.71, with the highest correlations obtained for sitting and the lowest for total moderate activity. Criterion validity for CSA counts and total physical activity in the long IPAQ was r = 0.50 (P < 0.001), for CSA counts and total vigorous activity r = 0.35 (P < 0.01), and for CSA counts and total job activity r = 0.51 (P < 0.001). Measurement of reliability and validity in this South African population compared favourably to physical activity questionnaires used in other population studies. Conclusion (study 2): The IPAQ provides a relatively valid and reliable estimate of physical activity in this population. In evaluating the relationship between physical activity and morbidity, it is important to consider the accuracy and reliability of the tool used to measure self-reported activity. Failure to show an association may represent a real phenomenon, or may simply reflect the inability of the physical activity questionnaire used to detect true physical activity levels.
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Rivis, Amanda J. "Raman microscpoy as a diagnostic in light source science and technology." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289658.
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Fisher, Mario. "Performance benchmarking physical and virtual linux envrionments." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/10493.
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Includes bibliographical references.Virtualisation is a method of partitioning one physical computer into multiple "virtual" computers, giving each the appearance and capabilities of running on its own dedicated hardware. Each virtual system functions as a full-fledged computer and can be independently shutdown and restarted. Xen is a form of paravirtualisation developed by the University of Cambridge Computer Laboratory and is available under both a free and commercial license. Performance results comparing Xen to native Linux as well as to other virtualisation tools such as VMWare and User Mode Linux were published in the paper "Xen and the Art of Virtualization" at the Symposium on Operating Systems Principles in October 2003 by Barham et al. (2003). Clark et al. (2004) performed a similar study and produced similar results. In this thesis, a similar performance analysis of Xen is undertaken and also extended to include the performance analysis of Open VZ, an alternative open source virtualisation technology. This study made explicit use of open-source software and commodity hardware.
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Revenaz, Bertrand. "Impact of the ozonolysis of alkenes on the aqueous oxidation of sulfur : a modeling study." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33024.
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Atmospheric sulfate has impacts ranging from health concerns to climate change. Traditional photolytic oxidant production channels are not sufficient to account for the observed atmospheric sulfate load. It has been suggested that sulfur oxidation is oxidant dependent, especially in urban areas and during the wintertime. The ozonolysis of alkenes, a dark reaction, could potentially produce additional oxidants (HO• and H₂O₂). This study used MOCCA (Model of Chemistry Considering Aerosols), a zeroth dimension chemical box model to study the potential impact of the ozonolysis of alkenes on the aqueous phase chemistry of sulfur. The study was conducted at mid-latitudes using both winter and summer, urban and remote settings. It was found that during the winter time, the ozonolysis of alkenes can enhance the aqueous oxidation of sulfur by approximately a factor of 20. The impact of ozonolysis was found to be independent of direct HO• yield but linearly dependent with H₂O₂ yield. While preliminary, results suggest that the impact of the ozonolysis of alkenes can still be felt 4 days after an air parcel has left the polluted urban environment with elevated acidity and aqueous S(VI) levels. During the summer runs, the lack of a growth mechanism in the aerosol component of the model lead to an overestimation of the aerosol acidity. While this led to an underestimation of the impact of ozonolysis, we still calculated a approximately 7 fold increase in the aqueous sulfur oxidation rate.
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Viswanathan, Balakrishnan. "Theoretical investigation of mercury reactions with halogen species in the Arctic troposphere." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33038.
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Mercury is one of the most toxic elements present in the geosphere, present in many chemical and physical forms. Nearly uniform mixing ratios are observed within a hemisphere, the concentration being higher in the northern than in the Southern Hemisphere. Lack of kinetic data regarding mercury reactions prevents an explanation of the behaviour and deposition pathways of mercury from the atmosphere. Theoretical calculations have been carried out using DFT theory to investigate the thermodynamics and kinetics of the reactions of Hg0 with Cl, Br, ClO, and BrO radicals and with Cl 2 and Br2. The results from these calculations were used to evaluate the kinetic rate constants at 298.15 K and 238.15 K for the reactions involving gaseous mercury. In this paper, the results of this study are presented and relevance to the chemistry of the Arctic is discussed.
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Parker, Lonnie Thomas. "Science-centric sampling approaches of geo-physical environments for realistic robot navigation." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44813.
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The objective of this research effort is to provide a methodology for assessing the effectiveness of sampling techniques used to gather different types of geo-physical information by a robotic agent. We focus on assessing how well unique real-time sampling strategies acquire information that is, otherwise, too dangerous or costly to
collect by human scientists. Traditional sampling strategies and informed search tech-
niques provide the underlying structure for a navigating robotic surveyor whose goal is to collect samples that yield an accurate representation of the measured phenomena under realistic constraints. These sampling strategies are alternative improvements that provide greater information gain than current sampling technology allows. The contributions of this work include the following: 1) A method for estimating spa-
tially distributed phenomena, using a partial sample set of information, that shows improvement over that of a more traditional estimation method. 2) A method for sampling this phenomena in the form of a navigation scheme for a mobile robotic survey system. 3) A method of ranking and comparing different navigation algorithms relative to one another based on performance (reconstruction error) and resource (distance) constraints. We introduce a specific class of navigation algorithms as example sampling strategies to demonstrate how our methodology allows different robot navigation options to be contrasted and the most practical strategy selected.
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Jelleyman, Charlotte Lauren. "High-intensity physical activity for improving glucose regulation : can science justify IT?" Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/41223.
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Background: Interest in high-intensity interval training (HIIT) has recently resurfaced as a way to improve adherence to physical activity by addressing the common barrier of a “lack of time”. The benefit HIIT and vigorous-intensity physical activity (VPA) have on cardiorespiratory fitness is well established however, the effects on glucose regulation and insulin sensitivity in individuals at high risk of type 2 diabetes (T2DM) are less clear. Aims: The aims of this thesis were: to pool the available evidence regarding the effects of HIIT on markers of glycaemic control and insulin sensitivity, conduct observational analyses investigating the relationship between A) continuously and intermittently (≥10 minutes and < 10 minutes, respectively) accumulated physical activity and B) increasing exercise intensity with markers of insulin sensitivity, and finally, to design and undertake an acute experimental study comparing the effect of high-intensity interval and moderate-intensity continuous exercise with sitting on post-challenge glucose and insulin responses. Key findings: In individuals at high risk of T2DM, HIIT improves HbA1c and insulin sensitivity to a similar extent as moderate-intensity continuous training, despite a lower overall workload. Continuously, but not sporadically, accumulated physical activity is positively associated with insulin sensitivity, and increasing physical activity intensity is associated with increasingly greater benefits in glucose regulation and insulin sensitivity. High-intensity interval exercise significantly improves the postprandial insulin response to a greater extent than moderate-intensity continuous exercise and sitting. Both forms of exercise are effective at reducing glycaemic variability. Conclusions: This thesis demonstrates that VPA is more effective than moderate-intensity physical activity at improving insulin sensitivity for a given unit of time. It shows that these benefits of vigorous-intensity physical activity can be achieved by performing HIIT, which may be a viable option for individuals at high risk of T2DM. HIIT could therefore be incorporated into the physical activity guidelines as a recommended health tool for improving diabetes outcomes.
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Gray, Wesley Barclay. "Apprenticing learners in the context of the Grade 10 physical science classroom." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003304.
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The number of African learners who participate and succeed in physical science is recognized to be ‘disturbingly low’. One of the factors attributed to the low levels of enrolment and performance in physical science is language. In this study, teaching and learning through the language of science is examined in the context of the bilingual classroom. A model of analysis is constructed that (1) extends the notion of the language of science to include the mathematical and visual ‘languages’ of science, (2) takes recognition of the manner in which language, content, and values and beliefs construct the science learner, and (3) moves beyond the characterization of teaching and learning according to the dichotomy of the ‘traditional’/ the ‘progressive’. The model of analysis draws upon the central concepts of a sociocultural model of pedagogy, namely the ‘developmental model’. In addition, the model of analysis makes use of Systemic Functional Linguistics to examine teaching and learning at the micro level of classroom interaction. This study reveals the complex nature in which the language, content, and values and beliefs change as a lesson unfolds: teaching and learning through the language of science has been shown in these classrooms to be marked by features of both a ‘traditional’ and a ‘progressive’ model – each of which appears to serve different functions in the overall construction of the science learner. In addition, this study begins to uncover how a ‘successful’ teacher equips his/ her learners in the context of the bilingual physical science classroom: teaching and learning through the language of science has been shown in these classrooms to incorporate complex and varied strategies that depend upon choices made by both the teacher and learners. These findings substantiate the need to understand the challenges teachers and learners face in the bilingual physical science classroom in ways that acknowledge the complexity of the teaching and learning process.
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Kharchenko, M., Світлана Віталіївна Подолкова, Светлана Витальевна Подолкова, and Svitlana Vitaliivna Podolkova. "A usage of grid-technology for modeling physical phenomena in modern science." Thesis, Sumy State University, 2020. https://essuir.sumdu.edu.ua/handle/123456789/77836.
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It is well known that modern scientific problems are very complicated and can not be solved by pen and paper without computers. The main reason for usage computer resources is a lot of equations need to be solved and huge amount of data need to be used for corresponding computations. Nowadays scientists use HPC clusters (high-performance computing cluster) for solving their complicated scientific problems instead of low productive PC (personal computer).
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Yannier, Nesra. "Bridging Physical and Virtual Learning: A Mixed-Reality System for Early Science." Research Showcase @ CMU, 2016. http://repository.cmu.edu/dissertations/752.
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Tangible interfaces and mixed-reality environments have potential to bring together the advantages of physical and virtual environments to improve children’s learning and enjoyment. However, there are too few controlled experiments that investigate whether interacting with physical objects in the real world accompanied by interactive feedback may actually improve student learning compared to flat-screen interaction. Furthermore, we do not have a sufficient empirical basis for understanding how a mixed-reality environment should be designed to maximize learning and enjoyment for children. I created EarthShake, a mixed-reality game bridging physical and virtual worlds via a Kinect depth-camera and a specialized computer vision algorithm to help children learn physics. I have conducted three controlled experiments with EarthShake that have identified features that are more and less important to student learning and enjoyment. The first experiment examined the effect of observing physical phenomena and collaboration (pairs versus solo), while the second experiment replicated the effect of observing physical phenomena while also testing whether adding simple physical control, such as shaking a tablet, improves learning and enjoyment. The experiments revealed that observing physical phenomena in the context of a mixed-reality game leads to significantly more learning (5 times more) and enjoyment compared to equivalent screen-only versions, while adding simple physical control or changing group size (solo or pairs) do not have significant effects. Furthermore, gesture analysis provides insight as to why experiencing physical phenomena may enhance learning. My thesis work further investigates what features of a mixed-reality system yield better learning and enjoyment, especially in the context of limited experimental results from other mixed-reality learning research. Most mixed-reality environments, including tangible interfaces (where users manipulate physical objects to create an interactive output), currently emphasize open-ended exploration and problem solving, and are claimed to be most effective when used in a discovery-learning mode with minimal guidance. I investigated how critical to learning and enjoyment interactive guidance and feedback is (e.g. predict/observe/explain prompting structure with interactive feedback), in the context of EarthShake. In a third experiment, I compared the learning and enjoyment outcomes of children interacting with a version of EarthShake that supports guided-discovery, another version that supports exploration in discovery-learning mode, and a version that is a combination of both guideddiscovery and exploration. The results of the experiment reveals that Guided-discovery and Combined conditions where children are exposed to the guided discovery activities with the predict-observe-explain cycle with interactive feedback yield better explanation and reasoning. Thus, having guided-discovery in a mixed-reality environment helps with formulating explanation theories in children’s minds. However, the results also suggest that, children are able to activate explanatory theory in action better when the guided discovery activities are combined with exploratory activities in the mixed-reality system. Adding exploration to guided-discovery activities, not only fosters better learning of the balance/physics principles, but also better application of those principles in a hands-on, constructive problem-solving task. My dissertation contributes to the literatures on the effects of physical observation and mixed-reality interaction on students’ science learning outcomes in learning technologies. Specifically, I have shown that a mixed-reality system (i.e., combining physical and virtual environments) can lead to superior learning and enjoyment outcomes than screen-only alternatives, based on different measures. My work also contributes to the literature of exploration and guided-discovery learning, by demonstrating that having guided-discovery activities in a mixed-reality setting can improve children’s fundamental principle learning by helping them formulate explanations. It also shows that combining an engineering approach with scientific thinking practice (by combining exploration and guided-discovery activities) can lead to better engineering outcomes such as transferring to constructive hands-on activities in the real world. Lastly, my work aims to make a contribution from the design perspective by creating a new mixed-reality educational system that bridges physical and virtual environments to improve children’s learning and enjoyment in a collaborative way, fostering productive dialogue and scientific curiosity in museum and school settings, through an iterative design methodology to ensure effective learning and enjoyment outcomes in these settings.
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Taylor, Neil. "Fiji pre-service primary teachers' understanding of physical science : a cultural perspective." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36559/2/36559_Digitised%20Thesis.pdf.
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Science and technology are promoted as major contributors to national development. Consequently, improved science education has been placed high on the agenda of tasks to be tackled in many developing countries, although progress has often been limited. In fact there have been claims that the enormous investment in teaching science in developing countries has basically failed, with many reports of how efforts to teach science in developing countries often result in rote learning of strange concepts, mere copying of factual information, and a general lack of understanding on the part of local students. These generalisations can be applied to science education in Fiji. Muralidhar (1989) has described a situation in which upper primary and middle school students in Fiji were given little opportunity to engage in practical work; an extremely didactic form of teacher exposition was the predominant method of instruction during science lessons. He concluded that amongst other things, teachers' limited understanding, particularly of aspects of physical science, resulted in their rigid adherence to the text book or the omission of certain activities or topics.
Although many of the problems associated with science education in developing countries have been documented, few attempts have been made to understand how non-Western students might better learn science. This study addresses the issue of Fiji pre-service primary teachers' understanding of a key aspect of physical science, namely, matter and how it changes, and their responses to learning experiences based on a constructivist epistemology.
Initial interviews were used to probe pre-service primary teachers' understanding of this domain of science. The data were analysed to identify students' alternative and scientific conceptions. These conceptions were then used to construct Concept Profile Inventories (CPI) which allowed for qualitative comparison of the concepts of the two ethnic groups who took part in the study. This phase of the study also provided some insight into the interaction of scientific information and traditional beliefs in non-Western societies.
A quantitative comparison of the groups' conceptions was conducted using a Science Concept Survey instrument developed from the CPis. These data provided considerable insight into the aspects of matter where the pre-service teachers' understanding was particularly weak.
On the basis of these preliminary findings, a six-week teaching program aimed at improving the students' understanding of matter was implemented in an experimental design with a group of students. The intervention involved elements of pedagogy such as the use of analogies and concept maps which were novel to most of those who took part. At the conclusion of the teaching programme, the learning outcomes of the experimental group were compared with those of a control group taught in a more traditional manner. These outcomes were assessed quantitatively by means of pre- and post-tests and a delayed post-test, and qualitatively using an interview protocol. The students' views on the various teaching strategies used with the experimental group were also sought.
The findings indicate that in the domain of matter little variation exists in the alternative conceptions held by Fijian and Indian students suggesting that cultural influences may be minimal in their construction. Furthermore, the teaching strategies implemented with the experimental group of students, although largely derived from Western research, showed considerable promise in the context of Fiji, where they appeared to be effective in improving the understanding of students from different cultural backgrounds. These outcomes may be of significance to those involved in teacher education and curriculum development in other developing countries.
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Siu, Oi-ling. "Cognitive preference style and student achievement in the physical sciences /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12354557.
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Pelejo, Diane Christine. "Matrix Results and Techniques in Quantum Information Science and Related Topics." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1499449852.
Full textAbstract:
In this dissertation, we present several matrix-related problems and results motivated by quantum information theory. Some background material of quantum information science will be discussed in chapter 1, while chapter 7 gives a summary of results and concluding remarks. In chapter 2, we look at $2^n\times 2^n$ unitary matrices, which describe operations on a closed $n$-qubit system. We define a set of simple quantum gates, called controlled single qubit gates, and their associated operational cost. We then present a recurrence scheme to decompose a general $2^n\times 2^n$ unitary matrix to the product of no more than $2^{n-1}(2^n-1)$ single qubit gates with small number of controls. In chapter 3, we address the problem of finding a specific element $\Phi$ among a given set of quantum channels $\mathcal{S}$ that will produce the optimal value of a scalar function $D(\rho_1,\Phi(\rho_2))$, on two fixed quantum states $\rho_1$ and $\rho_2$. Some of the functions we considered for $D(\cdot,\cdot)$ are the trace distance, quantum fidelity and quantum relative entropy. We discuss the optimal solution when $\mathcal{S}$ is the set of unitary quantum channels, the set of mixed unitary channels, the set of unital quantum channels, and the set of all quantum channels. In chapter 4, we focus on the spectral properties of qubit-qudit bipartite states with a maximally mixed qudit subsystem. More specifically, given positive numbers $a_1\geq\ldots\geq a_{2n}\geq 0$, we want to determine if there exist a $2n\times 2n$ density matrix $\rho$ having eigenvalues $a_1,\ldots,a_{2n}$ and satisfying $\tr_1(\rho)=\frac{1}{n}I_n$. This problem is a special case of the more general quantum marginal problem. We give the minimal necessary and sufficient conditions on $a_1,\ldots,a_{2n}$ for $n\leq 6$ and state some observations on general values of $n$. In chapter 5, we discuss the numerical method of alternating projections and illustrate its usefulness in: (a) constructing a quantum channel, if it exists, such that $\Phi(\rho^{(1)})=\sigma^{(1)},\ldots, \Phi(\rho^{(k)})=\sigma^{(k)}$ for given $\rho^{(1)},\ldots,\rho^{(k)}\in \mathcal{D}_n$ and $\sigma^{(1)},\ldots,\sigma^{(k)}\in \mathcal{D}_m$, (b) constructing a multipartite state $\rho$ having a prescribed set of reduced states $\rho_1,\ldots, \rho_r$ on $r$ of its subsystems, (c) constructing a multipartite state$\rho$ having prescribed reduced states and additional properties such as having prescribed eigenvalues, prescribed rank or low von Neuman entropy; and (d) determining if a square matrix $A$ can be written as a product of two positive semidefinite contractions. In chapter 6, we examine the shape of the Minkowski product of convex subsets $K_1$ and $K_2$ of $\IC$ given by $K_1K_2 = \{ab: a \in K_1, b\in K_2\}$, which has applications in the study of the product numerical range and quantum error-correction. In \citep{Karol}, it was conjectured that $K_1K_2$ is star-shaped when $K_1$ and $K_2$ are convex. We give counterexamples to show that this conjecture does not hold in general but we show that the set $K_1K_2$ is star-shaped if $K_1$ is a line segment or a circular disk.
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Branton, Richard Kahil-Lateef. "Graphical tolls for modelling physical systems." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/38068.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1995.Includes bibliographical references (p. 175).
by Richard Kahil-Lateef Branton.
M.Eng.
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Wu, Jiajun Ph D. Massachusetts Institute of Technology. "Computational perception of physical object properties." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/103736.
Full textAbstract:
Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 49-50).
We study the problem of learning physical object properties from visual data. Inspired by findings in cognitive science that even infants are able to perceive a physical world full of dynamic content at a early age, we aim to build models to characterize object properties from synthetic and real-world scenes. We build a novel dataset containing over 17, 000 videos with 101 objects in a set of visually simple but physically rich scenarios. We further propose two novel models for learning physical object properties by incorporating physics simulators, either a symbolic interpreter or a mature physics engine, with deep neural nets. Our extensive evaluations demonstrate that these models can learn physical object properties well and, with a physic engine, the responses of the model positively correlate with human responses. Future research directions include incorporating the knowledge of physical object properties into the understanding of interactions among objects, scenes, and agents.
by Jiajun Wu.
S.M.
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Wu, Jiajun Ph D. Massachusetts Institute of Technology. "Learning to see the physical world." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/128332.
Full textAbstract:
Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2020Cataloged from PDF of thesis.
Includes bibliographical references (pages 271-303).
Human intelligence is beyond pattern recognition. From a single image, we are able to explain what we see, reconstruct the scene in 3D, predict what's going to happen, and plan our actions accordingly. Artificial intelligence, in particular deep learning, still falls short in some preeminent aspects when compared with human intelligence, despite its phenomenal development in the past decade: they in general tackle specific problems, require large amounts of training data, and easily break when generalizing to new tasks or environments. In this dissertation, we study the problem of physical scene understanding-building versatile, data-efficient, and generalizable machines that learn to see, reason about, and interact with the physical world. The core idea is to exploit the generic, causal structure behind the world, including knowledge from computer graphics, physics, and language, in the form of approximate simulation engines, and to integrate them with deep learning.
Here, learning plays a multifaceted role: models may learn to invert simulation engines for efficient inference; they may also learn to approximate or augment simulation engines for more powerful forward simulation. This dissertation consists of three parts, where we investigate the use of such a hybrid model for perception, dynamics modeling, and cognitive reasoning, respectively. In Part I, we use learning in conjunction with graphics engines to build an object-centered scene representation for object shape, pose, and texture. In Part II, in addition to graphics engines, we pair learning with physics engines to simultaneously infer physical object properties. We also explore learning approximate simulation engines for better flexibility and expressiveness. In Part III, we leverage and extend the models introduced in Parts I and II for concept discovery and cognitive reasoning by looping in a program execution engine.
The enhanced models discover program-like structures in objects and scenes and, in turn, exploit them for downstream tasks such as visual question answering and scene manipulation.
by Jiajun Wu.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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蕭愛玲 and Oi-ling Siu. "Cognitive preference style and student achievement in the physical sciences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3120837X.
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Frank, Robert A. "Physical chemistry of carbothermic reduction of alumina." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/15150.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Materials Science and Engineering, 1985.MICROFICHE COPY AVAILABLE IN ARCHIVES AND SCIENCE
Vita.
Bibliography: leaves 177-180.
by Robert A. Frank.
M.S.